Faculty Perceptions of Distance Education: Factors Influencing Utilization
Pamela Taylor Northrup, University of West Florida, United States
IJET Volume 3, Number 4, ISSN 1077-9124 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Distance education is gaining widespread support as a justifiable approach for instructional delivery in postsecondary institutions. However, little research has focused on the perceptions of faculty and their role in the utilization of distance education facilities. Analyzing faculty perceptions of distance education may provide insight into why some higher education faculty choose to adopt distance education for course delivery while others choose to continue with traditional teaching approaches. This study was one of the first to use Roger's Innovation-Decision Model (1983) to examine the effects of faculty perceptions of distance education for course delivery by the innovation attributes relative advantage, trialability, compatibility, complexity, and observability. One hundred fifty postsecondary education faculty across the U.S., who were aware of distance learning and considered its use, were surveyed. Main effects between awareness and consideration were found with trialability being a significant factor influencing faculty utilization of distance education.
Northrup, P.T. (1997). Faculty Perceptions of Distance Education: Factors Influencing Utilization. International Journal of Educational Telecommunications, 3(4), 343-358. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).
© 1997 Association for the Advancement of Computing in Education (AACE)
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